Case study: real-time communication in a mathematics online learning community

Abstract

Mathematics is recognised as posing a particular challenge for synchronous online communication (Smith and Ferguson 2004). All parties need to be able to contribute mathematical symbols and visualisations to the discussion. Although instructors are often trained in mathematical typesetting software such as LaTeX or Microsoft’s Equation Editor, typing mathematics in real time can take considerably longer than writing out a mathematical expression on paper. In addition, students, particularly those with weak mathematical skills, are often unwilling to learn how to use these tools. Students who are already struggling with the mathematical content may despair if they also have to deal with typesetting issues. This leads to a slow, one-way transfer of visual information from the instructor to the students, making it difficult for the instructor to tell whether a student can really produce the solution to a mathematical problem.